Corrective and developmental tasks.
1. Teach the child to determine the number of sounds he hears.
2. Learn to listen to whispers.
3. Teach the child to clearly pronounce the sounds [D], [D"], differentiate them by ear and in pronunciation.
4. Strengthen the ability to determine the place of sounds at the beginning and middle of words.
5. Teach the child to retain in memory and reproduce a syllable series of 3-4 elements.
6. Explain to the child that people's names are written with a capital letter.
7. Learn to analyze words: house, Dima.
Exercise 1. Didactic exercise “Listen carefully” (development of auditory attention).
The adult claps his hands, and the child, closing his eyes, counts to himself how many times he clapped, and then raises the corresponding number.
Task 2. Didactic exercise “Follow commands” (development of hearing acuity).
The adult whispers various commands (for example, raise your hands up, hide your hands behind your back, etc.), and the child listens to them carefully and follows them.
Task 3. Introducing the sound [D].
Guess the riddle, name the first sound in the guess word.
A white pillar stands on the roof
And it grows higher and higher.
Now he has grown to the skies -
And disappeared. (Smoke)
An adult shows the child in front of the mirror and explains the articulation of the sound [D]: when we pronounce the sound [D], then:
Sponges are free;
The teeth are close together, but not closed;
The tongue taps its tip behind the upper teeth;
The neck "works".
Sound symbol: woodpecker hammering a tree: DDD...
Characteristic sound: consonant sound (the tongue creates a barrier to the air), hard, sonorous. Designation: blue circle with a bell.
Task 4. Phonetic exercise.
A woodpecker is hammering a tree: DDDDDDD... (pronounce the sound [D] after the adult: D D D D D D D D
Task 5. Didactic exercise “Clap your hands if you hear the sound [D]”:
a, d, m, d, d, i, d; yes, do, ma, we, do.
The adult asks the child to bend his finger if he hears a word with the sound [D]. How many fingers did you bend?
Oak, cow, road, water, mustache, house, fox.
Task 6. The adult invites the child to repeat after him a series of syllables:
yes-do-do, dy-do-da; yes-do-do-dy, do-do-da-do.
Task 7. The adult invites the child to add the last syllable to the words and name the whole word:
YES: poma..., nagra..., pobe..., pogo..., coman..., secun...;
YY: like..., couple..., narya..., barely..., sa..., pr...
Task 8. Working with pictures:
from a series of pictures (5-10 objects) select those whose names do not have the sound [D];
clearly list the pictures whose names contain the sound [D],
choose pictures whose names have the sound [D] at the beginning of the word;
clearly name the pictures whose names have the sound [D] in the middle of the word.
Conduct games “What has changed?”, “What has disappeared?”;
Task 9. Remember words with the sound [D] (the sound [D] is at the beginning of the word, in the middle of the word).
Task 10. Match the words with related words. What is the same first sound in all these words?
Friend (friendly, be friends...), home (brownie, homely...),
oak (oak, oak grove...), smoke (chimney, smoky...).
Task 11. Form new words based on the model and answer the question (word formation exercise). What is the same first sound in all words?
House - house - house - house; oak - ...; smoke - ...; Friend - ...
Task 12. Learn pure sayings:
Yes, yes, yes - I have water.
Do-do-do - there is no water.
Doo-doo-doo - I'll go get some water.
Task 13. Introducing the sound [D"].
Symbol of sound: a small woodpecker is hammering a tree: ding...
Characteristic sound: consonant, soft, voiced. Designation: green circle with a bell.
Task 14. Phonetic exercise. The bell rings: ding-ding...
Task 15. Didactic exercise “Clap your hands if you hear the sound [D"]”:
d, m, a, d...; dia, me, mu, di...; Dima, Vika, Masha, business, money.
Task 16. The adult invites the child to listen carefully and repeat a series of syllables:
du-de-du-di; du-di-di-de.
Task 17. List the drawn objects: sofa, blanket, tree, money.
Games: “What has changed?”, “What has disappeared?”.
Determine the place of the sound [D"] in the given words using a card and a green circle with a bell.
Task 18. Choose words based on the first syllable:
DE: -vochka, -dushka, -lo...;
DI: -in, -ma, -on...
Task 19. Differentiation of sounds [D] - [D"]. Didactic exercise “Say the other way around”:
da-da, dy-di,... dy-dy, dy-da...
Name the first sound in children's names:
Dima, Dasha, Denis, Danila, Dunya, Dina.
Paste into your notebook pictures with images of objects whose names begin with the sounds [D] and [D"].
Task 20. Didactic exercise “Give gifts to Dima and Dasha” (differentiation of sounds [D] - [D"] using pictures).
Select words with sounds [D] and [D"], determine the place of sounds in words (beginning, middle of words), using a card, blue and green circles with bells.
Change nouns by case. This is (who?) - Dasha, Dima, no (who?) - ..., I’ll give a gift (to whom?) - ..., I see (who?) - ..., I’m proud of (who?) - ... , I’m talking (about whom?) - ...
Guess the riddles, name the first sound in the riddles:
Who is coming,
Who is leaving -
Everyone leads her by the hand. (Door)
It's fun in the spring,
It's cold in the summer,
Nourishes in autumn
Warms in winter. (Tree)
By evening he dies
Comes to life in the morning. (Day)
Not alive, but walking
Motionless, but leading. (Road)
Task 21. Learn a tongue twister and answer the question: “What sound is often heard in it?” [D].
The woodpecker was pecking at the oak tree, but didn't finish it.
Task 22. Introducing the letter D.
D - a house with a high roof.
This is the house we live in.
V. Kovshikov
What else does the letter D look like?
Letter D from fingers: the index and middle fingers of the right hand are lowered down and spread to the sides, and the rest are clenched into a fist; the index finger of the left hand forms a “crossbar” under the fingers of the right hand.
Finger game: “House and gates” (the adult recites poetic lines with the child, while performing actions with his hands):
There is a house in a clearing - The fingers of both hands are touching, the elbows are apart, - "roof".
Well, the path to the house is closed. - Both hands are turned palms to the chest, middle fingers touching, thumbs up - gate."
We open the gates, - The palms unfold parallel to each other.
We invite you to this house
Letter games.
Task 23. Sound analysis of the words home, Dima (drawing up diagrams of words from circles of different colors, analysis of words: name the first and last sound in words, name and count vowel sounds in words).
Composing words from letters of the cut alphabet, reading, copying in block letters.
Before writing the word Dima, the adult explains to the child the following rule: names are written with a capital letter.
Modern parents know that in order to successfully study at school, children need to clearly and clearly pronounce all the sounds of their native language. Without correct speech, it is impossible to express your thoughts, write dictations, or compose retellings. Usually, by school, a child should have well-developed speech. However, some preschoolers never learn to speak clearly and distort some sounds, so it becomes necessary to consult a speech therapist. Experts note that recently new types of dyslalia (sound pronunciation disorders) have appeared, which were almost never encountered before. These include incorrect pronunciation of the sounds T, D. Will parents be able to work on correcting sound pronunciation at home if such a speech disorder is discovered in a child? In order to properly organize classes at home, you need to understand what the production of the t sound is in connection with the production of the d sound.
Important: Correct pronunciation develops mainly by the age of five, so you should seek special help after 5 years. However, from an early age it is necessary to carefully monitor the child’s speech, not to be touched by the distortion of words, but, if possible, to correct the child’s speech errors.
Features of pronunciation of sounds T D
What typical mistakes do children make when pronouncing them? Systematically occurring speech disorders include:
- Replacing the sounds of the front lingual “T - D” with the corresponding back lingual “k - g”, for example, “k( T)baby", "ing( d)yuk".
- Mixing of front-lingual consonants “T - D” with back-lingual “k - g”: cell - cell; glass - rolled.
- The sound “T” can be softened by “P” or “K”, for example: pichka - bird; drink, drink instead of dot.
- Persistent mixing T H(y T it - teaches, girl t(h)ka), T C(Pe ts I am Petya, color ts et - blooms).
In children with speech errors, one can observe the following construction of sentences: “Mom, where (where) are my tanfettes (sweets)?”, “There are sweets on the tartine (picture). Others immediately notice such violations, and parents may also notice incorrect articulation of sound. T: Instead of leaving the tip of the tongue down, resting on the front teeth, the baby raises it to the roof of the mouth.
Very often the reasons for incorrect pronunciation are:
- Disturbances in articulation (function of the speech organs).
- Low mobility of the lower jaw.
- Underdevelopment of auditory perception (the baby cannot distinguish sounds).
- A bad example for adults when someone around them pronounces incorrectly T D.
In any case, the diagnosis is made by a speech therapist, and parents are engaged in making sounds at home in accordance with his recommendations. Articulation gymnastics is very helpful in work, which should become a constant companion not only in classes, but also in everyday life.
Important: correction of the pronunciation of sounds N T D, as a rule, is carried out after simple sounds are clearly defined in the preschooler’s speech: vowels (a, u, o, i, e, s) and consonants (b b, p p, mm, vv, ff).
To examine the pronunciation of sounds T D You can offer your child a small test in the form of several exercises:
- Following the adult, pronounce sentences in which these sounds occur, for example: Dusya gives melon to Dasha. Aunt Tanya has notebooks on the table.
- Look at pictures that show objects with sounds. T D, for example: slippers, calf, tiger, axe, TV, cart, cake; melon, house, door, tree, girl, children.
- Among the pictures laid out on the table, find the one that the adult names: dot - daughter, cloud - dacha, duck - pipe, pond - twig, house - volume.
Work is required for that child whose speech cannot be traced T D or are replaced by other sounds, there is no differentiation (distinguishing sounds that are similar in sound).
Techniques for producing sounds T D
The classic techniques of speech therapy work are the preparatory stage and sound production, which can also be actively used in home exercises. If you choose the right exercises, it will not be difficult for parents to cope with their child’s speech disorders.
Important: before teaching your child the correct articulation of sound T (D), an adult must himself practice the position of the lips and tongue in front of the mirror: the lips take the position of the vowel that follows T(ta - ta - ta); the tongue is fixed in the upper teeth; the palate is raised. In addition, articulatory gymnastics must also be previously rehearsed by an adult.
Preparatory stage
Speech therapists insist that if the baby’s tongue is not strong enough to make sounds, it is necessary to first strengthen the muscles of the tongue and lips. Therefore, the preparatory stage necessarily includes articulation gymnastics. Speech therapy massage exercises will help prepare the speech apparatus for it::
- An adult, using a mirror, teaches a preschooler to take the correct position of the lips and tongue, showing the differences in pronunciation, for example, T(tip of tongue) and TO(tongue tail): “The cake is being eaten,” “Drops are dripping.”
- Sound production T requires a sharp and strong exhalation. Therefore, it is necessary to develop the ability to exhale correctly. You can use the following exercises: “Soap bubbles”, “Balloon”, “Flying snowflakes (from a napkin or cotton balls)”.
- Then follows articulation gymnastics:
- “Wide smile” - connect your teeth, stretch your lips wide and hold this position for up to 7 seconds.
- “Tick-tock clock” - the tongue quickly moves left and right along the upper lip.
- “The tongue does not obey” - say five-five-five, tapping your upper lip on your tongue, gradually differentiating (distinguishing) the sounds P T.
- “Tongue - spatula” - relax the tongue, making it wide, place it on the relaxed lower lip.
Important: We must try to make it interesting for the child to complete rather monotonous preparatory tasks. To do this, it is necessary to introduce new articulatory gymnastics exercises, which can be borrowed from speech therapy practice, at each home lesson.
Staging sounds
How to install sound at home? Experts offer several ways to set sound; a parent can try all of them and choose the one that is more accessible and understandable to the baby.
- Staging T by imitation: an adult invites a preschooler to repeat first the syllables, and then the words; it is advisable to start with the syllable “ta”. For example: ta-ta-ta, ta-you-to-tu, you-you-you, you-ta-to-tu, to-to-to, to-tu-ta-you. Then the transition to words - pure words: ta-ta-ta, ta-ta-ta, such beauty; you-you-you, you-you-you, gave us flowers; tu-tu-tu, tu-tu-tu, we clean up; so-and-so, so-and-so, I put on my coat. A creative approach to speech activities will allow parents to independently compose similar phrases in sound, involving children in creativity.
- Interdental method: an adult shows the child the position of the tongue (the tongue is pressed between the lips, in this position you need to exhale strongly until you hear a sound, then place the tongue behind the teeth). You can teach how to control your exhalation by playing a “fence” for air by placing your palm in front of your mouth. Or arrange a game of “ball” (a cotton ball is driven into an improvised goal with a stream of air).
- Speech therapists use the staging method T from sound P. The child repeats pa-pa-pa, placing the wide tip of the tongue on the lower lip, then, smiling broadly, says P, it turns out T.
- When setting D Identical work is carried out, only when exhaling the voice is added.
Automation of sounds T D
When the sounds T D will be delivered (correct articulation has appeared), and the child will learn to pronounce them, the next stage begins - automation (practice of the skill). It is important to achieve fluent pronunciation here. Since this is new for a preschooler, it means a lot of training is required. Speech therapists recommend introducing the practiced skill gradually: first through syllables, then words, then sentences. Articulation exercises, games based on poetry, stories, riddles will help well in this work, which will also maintain interest in the classes. At the same time, do not forget that every home lesson must begin with articulatory gymnastics.
Important: parents need to make every effort to prevent incorrect pronunciation of sounds T D disappeared from the child’s speech as quickly as possible. It should be taken into account that new material is introduced only after the previous one has been mastered.
What can an adult do to keep the child interested in activities and at the same time repeat monotonous actions over and over again? Gaming techniques will help, with the help of which syllables are practiced, for example: ta-ta-ta, yes-da-da, to-to, do-do-do, ta-you-to-tu, at-at-at, yes-dy-du, yt-yt-yt, ud-ud-ud. Plots can be very diverse:
- Let's teach the doll to brush its teeth, show it what articulation gymnastics is: “let's brush the teeth” (various movements of the tongue on the teeth from the outside and inside, up and down, left and right).
- Let's sing a song to the toys: “tra-ta-ta, tra-ta-ta, we are taking a cat with us”;
- Play the drum for the bear: tram-ta-ta-tam; on a dog pipe: doo-doo-doo.
- I start speaking, and you finish (the adult pronounces part of the word, which must end with a syllable with the sounds T D): flowers, beauty, candy, mast, coat, bouquet; bicycles, sneakers, beards.
- Hello, little finger! (the thumb is put forward, and each finger in turn “greets it” with the syllables: ta, to, tu, you; yes, do, du, dy).
After the preschooler has automated sounds, the work becomes more complicated, the pronunciation of sounds is fixed in words.
Exercise “Collecting beads”
An effective audio automation exercise T with older preschool children. An adult invites a preschooler to collect unusual beads, having previously agreed which syllable should follow which. For example, there may be such a sequence: that - that - you - that - that - that. Work with the sound d is carried out in a similar way. At first, you can rely on visual aids (colored beads, circles of colored paper, pencils). Subsequently, the visualization is removed, and the child acts from memory.
Exercise “Come up with words with the sounds T D”
Invite the child to repeat words with sounds after the adult T D at the beginning, middle, end of a word. For example, an adult starts with a more understandable syllable that: that kidneys, that chka, that reel; the baby continues: that NK, that buret, that netz, that xi. Then moves to another position T D:ko T ik, ne T ear, ka T ok fox T OK; lard T, playing T, collect T, bark T, help T. Or du daughter, Yes th, de no, by Yes rki, sol Yes t (voice emphasis on the highlighted one). If at first it is difficult for a preschooler to continue his vocabulary, you can work with pictures. The same goes for working with syllables. you are: You kwa, yes rka, You, yes m; then up to: That since then That RT, That flatter, before sir, That chka, before chka; that doo: that chka, that loop, ra du ha, du ha. It is better to prepare the vocabulary in advance. An even more interesting automation exercise will take place with a ball. The adult throws the ball to the child with his word, the child responds with his own.
Exercise “Sound t and sound d in a sentence”
Similar work is done with sentences; the preschooler repeats after the adult, emphasizing in his voice T D:
- Tanya and Tom are traveling on a tram.
- Trofim is riding in a taxi.
- The plane is flying.
- Aunt Tonya is planting flowers.
- Dima and Tolya are skating on the skating rink.
- Dasha and Denis shared the melon.
- Children go to kindergarten.
In order for a preschooler to be able to independently compose a sentence, plot pictures are used. It is necessary to ensure that all words of the sentence have a sound that is automated ( T D).
Nursery rhymes, pure sayings for automating sounds etc.
To make it easy for parents to choose an artistic series for practicing the sounds of T D, you can use speech therapy selections or come up with pure sounding phrases together with your children. For example, the parent starts with syllables, and the child then rhymes the sentence:
- Ta - ta - ta, ta - ta - ta, (we saw ki in the sea that).
- Tu - tu - tu, tu - tu - tu, (let's pour milk into that).
- Yes - yes - yes, yes - yes - yes, (splashed all over Yes).
- Dy-dy-dy, dy-dy-dy, (there’s no water in the glass yes).
- Yes - yes - yes, yes - yes - yes, (don’t go that Yes).
- Doo-doo-doo, doo-doo-doo, (sing there anyway du).
A lot of nursery rhymes can be found on children's websites or in children's books. Their main task is sound automation T (D), its correct pronunciation, for example:
Shadow, Shadow, Shadow, above the city there is a fence.
The animals sat on the fence and boasted all day long.
The fox boasted: I am beautiful to the whole world!
The bunny boasted: Go, catch up!
Pull the canvases,
CanvasYou are simple.
Pull, Pull, Pull,
Shift it across, across.
We know, we know: Yes-Yes-Yes!
Water is hiding in the tap!
Come out, water!
We came to wash up!
LaDushki, LaDushki,
Let's bake pancakes.
We'll put it on the window.
Let's leave it to cool.
Let's wait a little
Yes Dim pancakes to everyone.
Differentiation of sounds D T
An important stage in speech therapy work is the differentiation of sounds (distinguishing similar sounds, T D, D D, T T). This stage is carried out in parallel with automation and is necessary in order to compare sounds (soft and hard) and practice pronunciation. You can teach a preschooler new special techniques for distinguishing sounds: a hand is applied to the throat during the sound, the sound is determined ( D- sonorous, vocal; T- deaf, without a voice). For differentiation, you can use already known techniques: syllables, words, sentences in exercises, games, sayings, nursery rhymes.
Differentiation of sounds T ТТ in the exercise “Compare sounds in guesses”
An adult asks the child to guess riddles, and then asks if they sound the same T in all the answers? The main thing is to make it possible to understand the difference in the pronunciation of sounds T(solid) TH(soft).
Round, not a month, yellow, not butter,
Sweet, not sugar, with a tail, not a mouse ( You kwa).
He bows, he bows, he will come home and stretch out ( That por).
A block froze above the water,
She dreams of fish for lunch.
I have fins but I’m too lazy to swim,
The fish will be eaten by someone else ( bye laziness).
Exercise “Correct phrasing”
The goal is to teach how to pronounce and distinguish correctly and clearly D Y.
Grandfather Dodon played the pipe,
Danka's grandfather hurt him.
A woodpecker is hammering a tree,
Day after day crushes the bark.
Game "Come up with a proposal"
To establish and consolidate pronunciation T D Adults can teach children to come up with beautiful sentences using verbal helpers. Then determine which words have hard T D and which have soft Т Дь:
Denis - telephone (Denis was given a telephone);
Home is a cat (Our cat does not walk, he is at home);
Tanya - melon (Tanya loves melon);
Tyoma - pipe (Tyoma learns to play the pipe);
Dusya - pictures (Dusya likes to look at pictures);
Important: Parents should understand that home lessons on correct pronunciation consist of developing the skill of pronouncing the sounds of their native language. This process is long, systematic, and requires patience and persistent training in automation and sound differentiation. A thoughtful selection of articulatory gymnastics, exercises, games, and verbal material will help to achieve good results in the development of competent, beautiful speech in preschool children.
municipal budgetary educational institution
Child Development Center – Kindergarten No. 2 “Friendly Family”
SUMMARY OF DIRECT EDUCATIONAL ACTIVITIES
ON LITERACY TEACHING
WITH CHILDREN OF THE PREPARATORY SCHOOL GROUP
"SOUNDS D, Дь, LETTER D"
TASKS:
Introduce children to the letter D;
Perform sound-letter analysis of a word, compose words from letters of the split alphabet and copy the word into a notebook;
Introduce the rule that people's names are written with a capital letter;
Learn to convert wordsHOUSE-SMOKE-DAM-LADY.
Continue teaching how to answer a question in a complete sentence.
Continue to develop the ability to retain in memory and reproduce a syllable series of 3-4 elements;
Develop the ability to differentiate sounds by hardness and softness;
Strengthen the ability to determine the place of sounds at the beginning and end of words;
Develop the ability to listen to another person’s response;
Develop the ability to behave correctly in society.
EQUIPMENT:
Toys: blanket, pillow, soldier, dolphin, dinosaur, tomato, pencil, turkey, tree, crocodile, bucket, set of dishes;
Images : house, road, tree, sofa, dolphin, doctor;
Green and blue ribbons;
Green and blue boxes;
Toys Old Man - Sound, Mouse, 2 dolls;
Screen, typesetting cloth;
Cash registers, notebooks, pens, material for sound analysis;
Mirrors, tape recorder, “magic wand”;
Card with the word HOUSE;
Sound-letter house for consonants.
INDIVIDUAL WORK: follow the sound pronunciation of Zakhar Ak., Lera M., Ani B.; intensify the attention of Olesya R.
PRELIMINARY WORK: explain the meaning of the words “dam”, “lady”; talk to children about names.
NOD STROKE.
- Org. moment.
One-two-three-four-five - stand in a circle to play. I will smile at you, and you will smile at me. We are calm and kind, we are friendly and healthy. Take a deep breath through your nose and breathe in freshness, kindness and beauty. And breathe out all the grievances and disappointments through your mouth. Give each other smiles, give smiles to our guests. (Children sit at tables).
- Introduction to the topic of OA..
The old man-Zukovichok caught the song and brought it to us. Shall we listen? (Audio recording sounds). What sound did you hear in the song?
- Work on the topic of OA. Take the mirrors and together we will pronounce the sound D. When we pronounce the sound D, the lips smile, the tongue taps the tip behind the upper teeth, the throat works. The tongue creates a barrier to the air, which means what sound is D? (Sound D - consonant). What square will we use to represent the sound D? (We will denote the sound D with a blue square). Take the square out of the box. If the throat works, what kind of sound does it mean? (This is a ringing sound). Glue the bell onto the square.
4. Let's play the game “Attentive Ears”. Repeat after me (each child is asked to repeat a series of syllables).
5. The sound D has a younger brother - the sound D. Listen to him: duh, duh, duh...
What sound is this? (This is a consonant, soft, sonorous sound). What square will we use to represent the sound Дь? (We will denote it with a green square). Is the sound loud? (Yes, it's a ringing sound). Glue a bell onto the green square.
6. Now listen to me carefully! Katya, repeat after me (each child is asked to repeat a series of syllables with the sound Дь).
7. Come to me. (Children go to the speech therapist). We will play the game “Say the opposite”: I throw the ball and name the syllable with a hard sound, the one who catches it calls the syllable with a soft sound and returns the ball to me.
8. Guys, take your ribbons and stand in a circle. Game "Signalers". I name the words. If the word contains the sound D, you raise a blue ribbon; if the word contains the sound D, you raise a green ribbon. In the word “house” what sound do you hear (We hear the sound D); what sound is it (this is a solid consonant sound), what ribbon are you raising (we are raising the blue ribbon). Raise the blue ribbon. We analyze the word “tree” in the same way. Words: shower, gift, girl, dinosaur, doctor, woodpecker, footprints.
9. We were invited to visit two sisters Dasha and Dina. It's their birthday today. What do you wear to a birthday party? (They go with gifts on their birthdays). We will give Dasha gifts with the sound D, we will put them in a blue box, Dina - gifts with the sound D, we will put them in a green box. Take the trays. I have a pillow and a blanket. The word pillow has the sound D, I’ll give it to Dasha, the word blanket has the sound D, I’ll give it to Dina.
Dina and Dasha say thank you. Come in, take your seats.
10. Shall we play hide-and-seek with Old Man Zvukovich? There are pictures on your tables. Look at them, name the first and last sound in the word, and the Old Man-Sound Man will guess what is drawn in each picture.
11. Remember what a sound is, (children’s answers), what is a letter? (children's answers). We denote the sound D and the sound Дь by the letter D. Here it is. (Place the letter D on the typesetting canvas). D - high-roofed house; we live in this house. What sounds does the letter D represent? What sounds are these? This means that the letter D will live on Gromkaya Street. (Place the letter D in the house).
Let's make the letter D from fingers: show the index and middle fingers on your right hand, clench the remaining fingers into a fist, lower them down and spread them apart, like this, make a crossbar from the index finger of your left hand and connect your fingers. What letter did we get? Place this letter on the Voskobovich rugs. Write it in your notebook.
12. What is shown in the picture? (House). What is the first sound in this word, what square should be placed, why? (Similarly with each sound). How many sounds are there in the word “house”, how many vowel sounds, how many consonant sounds? Lay out this word from the letters and read it. Remove the squares.
13. What do I have in my hands? (Magic wand). It will light up and you will turn into wizards. Turn the word "house" into the word "smoke." How did you convert? Read the word. Turn the word "smoke" into the word "dam." How did you turn it? Read it. Turn the word "dam" into the word "dame". How did you convert? Read the word. The magic wand went out and you became children.
14. A boy lives in the house, his name is Dima. Let's make a diagram of this word. We work independently, and the Old Man-Sound Man watches. (Children make a diagram). Name the first sound in the word, what sound is it? Name the last sound in the word, what sound is it? How many vowel sounds are there in a word, name them. Name a hard consonant and a soft consonant.
15.What does the word “Dima” mean? (This is a boy's name). Remember the rule: the first letter in people's names is always capital, or you can also say capital. ... go to the board and lay out this word from letters. ... read the word. Open your notebooks and write down the word Dima. Remember the rule.
16. Read this word. The word HOME. Copy it in your notebook.
17. Summary of the lesson.
After the sounds D, Дь have been introduced and automated, it is necessary to differentiate them so that the child does not confuse the hard and soft variants of pronunciation.
Practical material on differentiating the sounds D – Дь.
1. Repeat the syllables.
3. Repeat the sentences.
Danya is sitting on the sofa. In a body of water, water is visible and invisible. Dima is not alone at home. Bears love honey. At home - brownie, V water - water. Uncle Fedya gave honey to the bear. Nadya was eating melon. There is a reward on Ada's chest. Hollow - a hole in a tree. There are fruit trees in the village. Volodya congratulated Danya. Luda saw a camel. Danya saw swans. Monday is a weekday on the calendar. Dana was given a poodle. There is cold water in the bucket. Fedya goes home. Denis is walking along the road. My daughter has acorns. Danya brought nails.
4. Repeat pure sayings.
Yes - yes - yes - how young. Dya-da-dya - uncle is coming. Du - du - du - I'm walking through the garden. Du - du - du - let's give honey to the bear. Di - dy - di - there are swans in the pond. Dy - di - dy - I know all the moves. De - de - de - we are happy about the victory.
5. Repeat proverbs and sayings.
A friend in need is a friend indeed.
Friendship is an assistant in business.
A tree is precious in its fruits, but a man is precious in its deeds.
Life is given for good deeds.
6. Repeat the tongue twisters.
Grandfather Dodon played the pipe,
Dimka's grandfather hurt him.
A woodpecker is hammering a tree,
Day after day crushes the bark.
Daria gives Dina melons.
7. Repeat the riddles.
Many arms, but one leg.
(Tree)
A lanky man walked
I got stuck in the cheese.
(Rain)
Not alive - but walking,
Motionless - but leading.
(Road)
Into a golden ball
The oak tree hid.
(Acorn)
8. Learn poems.
Rain, rain,
Don't rain!
Rain, rain,
Let me get home
Gray-haired grandfather.
(A. Kondratyev)
Bon Voyage
We wish:
Bon Voyage!
It will be easier
Go and go.
Will lead, of course,
Bon voyage
Good luck too
Something.
(E. Blaginina)
9. Game “Hard - Soft”.
There are blue and green squares in front of the child. If the words spoken by the adult contain the hard sound D, then the child picks up a blue square. If the sound is soft Дь - a green square.
Tree, gardener, Denis, star, house, oak, children, blow, Dima, miracle, dacha, Nadya, Danya, blanket, domino, woodpecker, smoke.
10. Game “Make sentences”.
The adult asks the child to make sentences based on the following reference words:
11. Retell the story.
The adult asks the child to listen to the story and then retell it.
Dana was given a dog for her birthday. Danya thought for a very long time what to name his new friend.
I'll call him Dick. He will grow big and strong and protect me. Right, Dick?
And the dog immediately responded to this name. She came up to Dana, wagged her tail, and licked Danya on the nose. That’s how Danya’s dog became Dick.
Taking into account the structure of the defect, compensatory capabilities, and maximum focus on leading play activities make it possible to most effectively use and develop potentially intact mental components in children with ODD, such as visual perception and memory, spatial concepts, constructive activity, and initiative.
I carry out correctional work on the development of phonetic-phonemic processes in children with general speech underdevelopment using the analytical-synthetic system using the fundamentals of the sound method of D.B. Elkonin and independently developed game methods for successful correctional training.
Summary of a speech therapy lesson on teaching literacy to children in the pre-school group. Topic: Sounds [D], [D]. Letter "D, d"
Target.
- Develop children's skills in analysis and synthesis of speech units.
Educational objectives:
- clarify the articulatory structure of the sound [D], its characteristics when recognizing sounds from a verbal description;
- to consolidate in children the skills of word formation and inflection when forming the diminutive form of the word “house” and when forming the adjective “musical” from the noun “music”;
- to consolidate in children the skill of sound-syllable analysis of the word “house” when working with individual handouts;
- continue to strengthen children’s reading skills of syllables and words in didactic games “Musical House”, “Make a Flower!”
Corrective tasks:
- develop in children tempo-rhythmic components, melody of speech, smooth long speech exhalation when singing syllables to the tune of a well-known song;
- continue to develop children's thinking when solving riddles.
Educational tasks:
- continue to cultivate children’s interest and desire to engage.
Equipment:
- Thumbelina (character in class);
- a basket with petals to encourage children;
- individually - handouts for sound and syllabic analysis of words;
- author's demonstration visual aid “Musical House” for choral phonation of the sounds [D], [D] between vowels.
Progress of the lesson.
I. Organizational moment. Greeting children. Focus their attention on being ready for class.
II. Work on the topic: Sounds [D], [D]. Letter "D, d".
1. Setting the goal of the lesson.
We have a guest in class... Didn't you notice her?! She is tiny and lives in a flower bud.
Who guessed what her name is? This is Thumbelina!
Hello guys! I want to see how you work in class. I prepared a white petal for each of you for the correct answer. A whole basket of white petals, look!!! (Basket with white petals, Thumbelina on flannelgraph)
At the end of the lesson, we will count your petals and find out who did a great job, answered correctly, and who tried very, very hard!!!
2. Report the topic of the lesson.
What letter, what sounds are on duty in our lesson today? Let's find out soon!
A. Recognition of letters by the description of their elements and their brief characteristics.
We can read the words, but the letters are hidden from our eyes! Let's guess the letters!
The last letter consists of four elements. When we name this letter, the sound is consonant, sonorous, hard, it is pronounced with the lips! (“M”)
The second letter in a word consists of one element. When we call this letter, the lips look like an “oval” (“O”).
When we say the first letter in this word, we get a consonant, sonorous, hard sound. We pronounce this sound with our tongue: the tip of the tongue “drums” behind the upper teeth! (“D”)
Children read the word "house".
Bottom line. Thumbelina praises us: “Well done, you guys! Named all the letters correctly.
And they read the word correctly!”
B. Communicating the topic of the lesson by highlighting the first consonant sound in a word.
What sound is made at the beginning of the word "house"?
What sound is made at the beginning of the name “Thumbelina”?
What is the first letter in this word?
Today in class we will learn the sounds [D], [D] and read syllables, words with the letter “D, d”.
3. Inflection of the word “house” and analysis of the word “house”.
A big house is a house, but how can you tell if it’s small? (House)
Individual work for children: compiling a sound-syllable pattern for the word “house”. Preliminary oral analysis of the word:
How many syllables are in the word "house"?
Why? (The number of vowels in a word equals the number of syllables in a word)
Two vowel sounds. Children call them in order: [O[, [I].
What is the consonant sound in the first syllable before [O]? (Sound [D] - hard, take the blue square)
What is the consonant sound in the second syllable before [I]? (Sound [Мь] is soft, take the green square)
What is the consonant sound in the second syllable after [I]? (Sound [K] is hard, take the blue square)
Bottom line. Did everyone complete the task correctly? Let's check whether our tiny guest Thumbelina has drawn up the diagram of the word "house" correctly! (Sample on flannelgraph)
Physical education minute.
Rain, rain, no rain! Rain, rain, wait!
Let the gray-haired grandfather reach home!
4. Choral phonation of the sounds [Д], [Дь] between vowels in a sing-song manner.
A. Statement of the problem. So we came to an unusual house. We’ll find out why it’s unusual when we read the name of the house on the roof!
B. Guessing riddles and isolating the first sound from words - riddles.
First letter. The red maiden sits in prison, and the braid is on the street! (Carrot)
The last letter. It's on the roof, above all the pipes. (Antenna)
Second letter. Who carries their own house? (Snail)
Third letter. What kind of forest animal is this, standing up like a post under a pine tree?
And stands among the grass - ears higher than head? (Hare)
Fifth letter. Mustachioed, furry, as soon as he starts eating, he sings a song! (Cat)
Fourth letter. This letter comes with a stick, alas! (s)
Bottom line. Children read the word “music” revealed on the roof. Our house is unusual because music lives in it! If there is music in a house, what is it like? (Music House)
5. Choral reading - singing syllables (In the windows of the house to the tune of any song well known to all children)
Let's read and sing our favorite song in chorus!
The children sing in chorus drawlingly, to the tune of the song “Yolochka”, the syllables in the windows of the house:
ADA - ADO - HELLS - HELL - ADI
ODO - ODA - ODE - ODU
ODI - UDA - UDO - UDA
UDU – UDI – IDA – IDO – GO….
Bottom line. What letter was in each box? (“D”) Name the syllables in which the sound sounded<Дь>? What can be made from syllables? (Words)
6. Reading words.
Let's read the words, make flowers from the petals and give them to Thumbelina!
Children make flowers from petals on a flannelgraph, placing them next to the core, and read the words on the petals.
What did you read on the petals? Thumbelina really liked our beautiful flowers and the way you read the words. Well done boys!
III. Summary of the lesson.
Thumbelina enjoyed working out with you guys! Let's see which of you worked very well - let's count the petals that Thumbelina gave for correct answers!
The children's activities are assessed and the results are summed up.
Larisa Ivanovna Derecha,
teacher speech therapist
State educational institution of the Omsk region
“Special (correctional) primary school-kindergarten “301”.
Preschool inclusive center "ABVGDeyka"